Chapter 7: The Role of Parents in Supporting Adjustment to School: A Motivational Perspective

The level of education that youths reach when leaving the education system is of utmost importance for surviving and thriving in a globalized and highly competitive environment. In most industrialized societies, a high school diploma is considered a minimum threshold for joining the labor force and sustaining employment (Organisation for Economic Cooperation and Development, 2016). Individuals who reach higher education levels are less likely to abuse drugs and alcohol, experience health problems such as cancer and obesity, require social welfare, or adopt a criminal lifestyle (Canadian Council on Learning [CCL], 2009; also see Dowrick, Leukefeld, & Stodden, 2004). They also enjoy good working conditions (Janosz, Le Blanc, Boulerice, & Tremblay 1997; Statistics Canada, 2010) and are better adjusted socially and professionally (Garnier, Stein, & Jacobs, 1997). Finally, reaching high levels of qualification carries societal benefits, with statistics showing that school dropout imposes on society significant costs related to health care, social welfare, and criminality (CCL, 2009). Hence, given the social and personal assets associated with education, it is not surprising to find that children in most developed nations attend school every day and aspire to a professional qualification. School is a central context in youths’ lives; it is where they spend the largest share of their waking time (Eccles & Roeser, 2011). In this chapter, we present the factors that contribute to students’ adjustment to the school underpinned by Self-determination theory (SDT; Deci & Ryan, 2000; 2012). Specifically, the focus is on the fundamental role played by students’ psychological need satisfaction as well as on how parents can support these needs. It highlights the specific parental behaviors likely to support the satisfaction of children’s psychological needs for autonomy, competence, and relatedness. But first, we provide a conceptualization of school adjustment. School success entails that students adapt to the norms and requirements of the school environment, which can translate into three questions: Can I deal with my schoolwork? Am I able to make friends and integrate socially within my school? Do I feel well when I’m in school? The answers to these questions provide the basis for the multidimensional conceptualization of school adjustment proposed by Baker and Siryk (1984; 1989).